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Please check, just in case…. Announcements. Plagiarism certificate due next week, without fail. Make sure you keep the original.
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Announcements • Plagiarism certificate due next week, without fail. Make sure you keep the original. • The classroom or caseload learning objectives description is due the following week. If you are not currently teaching or working with clients, you will need to team up with someone in the class to “borrow” their classroom.
APA Tip of the Day: Primary Sources • Whenever possible, use primary sources – the original work, not what someone wrote about that work. • It is a really bad idea to cite or quote what one author wrote about another’s work (a ‘secondary citations’), unless there is an important reason for doing this. • If you do use a secondary citation, you MUST make it explicit that you did not read the original source.
Example of citing a secondary source • According to Smith (2011), Millar’s (2002) translations of Vygotky’s original works, although still flawed, are much superior to earlier translations. • Smith (2011) cited Millar’s (2002) translation of Vygotsky’s famous theorum as “blah, blah, and blah” (p. 21). This contrasts with earlier translations of this well-known quote as “blah, blah or blah” [emphasis added] (Smith, p. 20) .
Topics: History of assessment, Intro to criterion-referenced assessment, and checklists August 27, 2013
Think-pair-share • Individually, brainstorm the three ideas that were new to you from each of the assigned readings. • Pair up and discuss the important points of the readings for your individual learning. • Share with the whole group as a whole the ONE most provocative or impactful aspect you took from either of the assigned readings.
Quick Write: Do you believe it is important to know something about the history and development of testing? Why or why not?
Not everything that can be counted counts. Not everything that counts can be counted. but everything CAN be assessed
Effective assessment means using the right tool for the job. What was your instructional goal? How will you know if they reached it?
Criterion-reference assessment: "The goal of the criterion-referenced test is to obtain a description of the specific knowledge and skills each student can demonstrate." (Linn & Gronlund, 2000, p. 43)
Criterion-referenced; • Describes “the specific performance that was demonstrated.”(Linn & Gronlund, 2000, p. 42) • Compares individual performance against a preset standard (criteria).
Number and Percentage Correct: You MUST relate your evaluation criteria to the number or percentage correct or your assessment isn’t criterion-referenced. How high is high enough?
Grades: Grades can be linked to: • number or percentage correct, • number of items checked off on a checklist, • rating scale points, or • level obtained on a rubric.
Note: • Your three classroom-based assessments MUST be criterion-referenced. • Therefore you must specify the criteria for student performance for each assessment (i.e. how many answers correct to pass or to move to next level).
Scoring Criterion-Referenced Assessments: Checklists (yes/no) Rating Scales Number Correct Percentages Grades Rubrics
Developing Checklists: Write a list of items that the teacher or student will be able to answer yes or no to: • I hung up my jacket. • I put my lunch in my cubby. • I got my work out. • I finished at least one page. • I put my completed work in the basket.
Rating Scales vs. Checklists: • Checklist items have yes/no answers. • Rating scales have more than two possible scores: • “always” • “sometimes” • “never”
Small Group Activity • In groups of 2-3, you will develop a checklist to assess something that is of particular interest to the group members. • Make sure that the items are short, clear statements that can be easily answered with a yes or a no. • Decide how high an individual needs to score for what (e.g. for a grade, to earn a reward, to demonstrate proficiency). • Time permitting, determine any aspects of the checklist format that would be especially useful for the population you are thinking about using this checklist with.
Looking ahead: Topic: (a) Backward design and the reflective teaching cycle and (b) rating scales Read: Oosterhof, ch 3, Wiggins & McTighe, ch 1. For a quick extra, look at Ryan, overview
